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Workplace correlates and scholarly performance of pharmacy clinical faculty
Abstract
This study estimated a model of scholarly performance in clinical pharmacy faculty, assessed the differences between clinical faculty and their departmental chairpersons with regard to the study variables, and explored factors which inhibited the scholarly performance of faculty and chairpersons. The model combined departmental (workload structure, support and respect for research, and chairperson support) and college (research expectation, resource support, salary sources, and college location) independent variables with commonly recognized individual, cumulative advantage, and reinforcement correlates. Scholarly performance was assessed by 3-year counts of 11 types of scholarly communication. Two hundred ninety-six of 466 (63.5%) clinical faculty holding the Doctor of Pharmacy (Pharm.D.) as their highest degree and 57 of 68 (83.4%) chairpersons returned usable responses to an author-developed questionnaire. Factor analysis of the faculty responses produced six dimensions of chairperson support and five dimensions of resource support. Similar analysis produced three scholarly performance constructs (Refereed Research, Grants/Books Research, and Non-Research Scholarship) with Contracts remaining as a single-item performance dimension. While the workload structure (i.e., activities) of the clinical faculty differed from the chairpersons, their scholarly performance was similar. Responses to the items concerning chairperson support for research indicated that the chairpersons felt they were providing support, while the faculty perceptions suggested less provision of support. The clinical faculty and chairpersons identified various factors which inhibited their scholarly performance: lack of resources; other duties and responsibilities; time constraints: workplace features: lack of skills, abilities and/or training; and individual interests or preferences. Estimation of the model by regressing each of the four dimensions of scholarly performance on the independent variables produced reduced models of five or six independent variables which explained 19% to 34% of the variance. The best predictors of scholarly performance were "Off-Campus Conversations" (reinforcement variable) and "Percentage of Time in Research" (departmental variable) which entered into all four regression equations. Some of the other college and departmental variables entered one or more of the regression equations but the explained variance was less than expected.
Subject Area
Health education|Higher education|Pharmaceuticals
Recommended Citation
Jungnickel, Paul Wayne, "Workplace correlates and scholarly performance of pharmacy clinical faculty" (1993). ETD collection for University of Nebraska-Lincoln. AAI9415971.
https://digitalcommons.unl.edu/dissertations/AAI9415971